Job Satisfaction, Self-Efficacy, and Quality Performance Among Caregivers of Children with Disability

Caregivers play a critical yet often underrecognized role in supporting children with disabilities within inclusive education settings. Their effectiveness is shaped not only by technical skills but also by psychological and workplace factors that influence sustained caregiving performance. This study examined the relationship among job satisfaction, self-efficacy, and quality of performance among caregivers of children with disabilities in Cabangcalan Elementary School, Mandaue City, Philippines. Using a quantitative descriptive correlational design, data were collected from thirty (30) caregivers through validated survey instruments measuring self-efficacy, job satisfaction, and individual work performance. Descriptive statistics were employed to determine caregivers’ levels across the key variables, while Pearson’s correlation coefficient was used to examine the relationships among them. Results revealed generally high levels of self-efficacy, favorable job satisfaction, and strong quality of performance among caregivers, indicating a high degree of professional commitment despite demanding caregiving conditions. Correlation analysis showed significant positive relationships between self-efficacy and quality of performance, as well as between job satisfaction and quality of performance, suggesting that caregivers who are confident in their abilities and satisfied with their work are more likely to deliver consistent and effective care. The findings underscore the role of psychological empowerment and supportive work environments in sustaining high-quality caregiving. Institutional interventions focusing on continuous training, structured communication, psychosocial support, and policy-aligned welfare provisions are recommended to enhance caregiver performance and well-being.